Inclusion Outreach Coach

Location: North East Region | Albury/Wodonga
Job type: Full time / From 29/07/2024 - 29/07/2028
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1421557
Job posted: 20/06/2024
Closes: 03/07/2024
Occupation: Education and Training
Job duration: From 29/07/2024 - 29/07/2028
Reference: 1421557
Occupation: Education and Training
Salary Range: Salary not specified
Work location: North East Region | Albury/Wodonga
Selection Criteria Demonstrated high level experience in inclusive education practice (teaching and learning) and developing processes for observation and feedback of teacher practice and peer collaboration. Demonstrated experience planning, implementing and evaluating evidence-based intervention strategies for students with disabilities and providing feedback to teaching staff to inform their effectiveness and development. Demonstrated ability to input into the development, implementation and evaluation of processes and strategies relating to teaching students with disability and diverse learning needs in a range of school settings. Demonstrated ability to provide explicit advice to teaching staff to assess and monitor student achievement and learning progress in line with the Victorian curriculum, and support teaching staff with effective strategies to engage with parents and families, including to report on student progress. Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people. Ability to provide leadership, professional learning and coaching that informs and influences the work of others involved in the engagement and wellbeing of children and young people. Role The Disability Inclusion reform agenda announced in the 2020/21 State Budget will invest more than $1.5 billion into the Victorian education system over four years. This investment will support the Department of Education and Training (the Department) to further improve outcomes for schools and students with disability and diverse learning needs. A key initiative under the reform is the Inclusion Outreach Coaching initiative, which supports schools to implement inclusive practices, guided by Inclusion Outreach Coaches (Learning Specialists). Inclusion Outreach Coaches provide coaching, collaboration, professional learning and support through whole-school, small group and targeted interventions aimed at supporting educators to benefit all students, including students with significant learning needs. The initiative has a dedicated focus on improving school outcomes, through provision of on-site coaching in school-wide practices, and classroom-based instruction and pedagogical feedback and support.
Operating in collaboration with the Department of Education and Training's Area teams, this role will have the following functions:
• Allocation and provision of supports to school-based workforces, based on referrals received by Regional Inclusion Outreach Coaching Coordinator (RIOCC).
• Providing coaching, collaboration, professional learning and support through whole-school, small group and targeted interventions aimed to support educators to benefit all students, including students with disabilities and diverse learning needs.
• Delivering high quality, high impact technical assistance and best-practice guidance for educators to effectively engage students in inclusive classrooms.
• Supporting the school-based leadership team to identify how to make school-wide adjustments to develop high performing, inclusive schools conducive to delivering inclusive practices.
• Using rigorous problem-solving procedures to identify and respond to school and school-based staff need; and coaching others to do so.
• Delivering both inclusion in-reach and outreach models of support to ensure the adoption and effective implementation of inclusive practices across a range of school settings.
• Collecting, analysing and using data effectively.
• Monitoring and reporting the measurable impact of the inclusion in/outreach practices being implemented in collaboration with the RIOCC.
• Partnering and collaborating with other coaches and workforces within the Health, Wellbeing and Inclusion and School Improvement teams in a multidisciplinary approach.
• Maintaining connectedness and providing capability support within the hiring specialist school (equivalent to one day per week) through:
a) dedicated time to work with specialist school learning specialists and leadership teams
b) coaching in specialist school classrooms and across the whole-school environment
c) attending specialist school meetings where appropriate
d) ensuring evidence-based inclusive education practices are embedded within the hiring specialist school.
Role Inclusion Outreach Coaches provide coaching, collaboration, professional learning and support through delivering whole-school, small group and targeted interventions aimed at supporting educators to enhance the learning experiences all students, including students with disability and diverse learning needs. The initiative has a dedicated focus on improving school outcomes, through provision of on-site coaching in school-wide inclusive practices, and classroom-based instruction and pedagogical feedback and support.
Responsibilities Demonstrating high-level expertise in teaching and learning practice and modelling exemplary practice and values in inclusive education, to support the development of an inclusive school culture. Delivering high quality, explicit technical advice on best-practice for educators to effectively engage students in inclusive classrooms, so that they reach full participation. Supporting the school-based leadership team to establish processes to help identify how to make school-wide adjustments to develop a high performing, inclusive school culture that id conducive to delivering inclusive practices. Playing a key role in implementing professional learning, including through coaching, and supporting schools to design and implement interventions delivered through a multi-tiered systems of support framework. Modelling effective inclusive education whole school and classroom practices and supporting teachers to seek, analyses and act on feedback on their practice. Provide leadership and professional learning to others, such as school leaders and teachers to help ensure quality inclusive practices are provided by schools to improve students' learning and developmental outcomes. Maintain professional competence and attend ongoing professional learning, including attending professional development coaching activities throughout the year. Maintain active involvement in Inclusion Outreach Coaching Communities of Practice for educator and coaching workforces. Collect and analyses implementation and evaluation data of inclusion outreach coaching initiative and liaise with the Regional Inclusion Outreach Coordinator to respond to identified needs. Additional Area Responsibilities Operating in collaboration with the Department of Education and Training's Area teams, this role will also have the following Area responsibilities:
Using rigorous problem-solving procedures to identify and respond to school and school-based staff need; and coaching others to do so. Delivering both inclusion inreach and outreach models of support to ensure the adoption and effective implementation of inclusive practices across a range of school settings. Collecting, analysing and using data effectively to monitor and report the measurable impact of the inclusion in/outreach practices being implemented in collaboration with the Regional Inclusion Outreach Coordinator. Partnering and collaborating with other coaches and workforces within the Health, Wellbeing and Inclusion and School Improvement teams in a multidisciplinary approach. Maintaining connectedness and capability support within the hiring specialist school (equivalent to one day per week) through: dedicated time to work with specialist school learning specialists and leadership teams coaching educators in specialist school classrooms attending specialist school meetings where appropriate Who May Apply Applicants must:
• Currently hold registration or be eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
• Demonstrated experience in inclusive education.
• Demonstrated experience working with students with disabilities and diverse learning needs.
• Have a current Working with Children Check.
Desirable:
• A graduate or postgraduate qualification in special/inclusive education and/or disability.
• Experience in, or understanding across various school settings
EEO AND OHS Commitment The Department of Education and Training is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.
Child Safe Standards Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department's exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
DE Values The Department's employees commit to upholding DET's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
Other Information Inclusion Outreach Coaches are based in specialist schools and partner with mainstream schools for defined periods, to provide coaching support to school leadership and staff aimed at strengthening inclusive practices. Coaches partner with the schools to increase their capability to implement preventative, evidenced-based strategies that benefit all students. Together, the coach and school use data to identify a goal to work towards and plan and monitor for improvement and sustainability. Coaches collaborate with Departmental regional team members in a team-based response to the identified need. There is an emphasis on Tier 1 preventative, system change practices. Coaches do not work directly with students or provide individual student support. Coaches will undertake training to support schools in data-based decision making and Multi-tiered Systems of Support. Coaches use a hybrid delivery model, so travel will may be required. To be eligible to apply you must have a current Working with Children Check and drivers licence.
Conditions of Employment All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check. A probationary period may apply during the first year of employment and induction and support programs provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx VIT LANTITE To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
For positions in special settings, a person is not eligible for employment unless they meet the vaccination requirements on commencement in the position.
Location Profile Belvoir Special School is a multi-mode specialist school in Wodonga which provides a high quality educational program for students with mild, moderate and profound intellectual disabilities. Around 45% of our students have a co-morbid diagnosis of Autism as well as an intellectual disability. The school also caters for a range of students with Physical Disabilities as well as Behavioural disorders. Students range in age from five to eighteen years of age.
In 2014 the school moved to a brand new purpose built facility which has been constructed for a peak enrolment of around 196-200 students. Current student population is 205. The school's enrolment has grown significantly over the past few years from 130 in 2012 to the current levels. To attend the school students must meet the state-wide eligibility criteria and are enrolled at Belvoir Special School after consultation with parents, previous schools or kindergartens and appropriate paramedic personnel if needed, in accordance with the school's documented enrolment policy.
Our school's philosophy is reflected in its programs and based on the belief that children learn best in a co-operative environment that is happy, challenging, supportive and non-threatening. Belvoir is a School Wide Positive Behaviour Support School and has developed a school culture that is reflected by the ideals of SW-PBS.
As a school we encourage active involvement and participation of students, staff, parents, caregivers, volunteers and the wider community.
Belvoir is committed to develop lifelong learners who are encouraged to pursue their individual strengths and talents. Our aim is to enable all students who graduate from Belvoir to live an 'enviable life' which allows then to achieve all their dreams and live as independently as possible. 
To do this we require committed staff who see the special characteristics of all of our students. They must have the necessary skills and positive attitude to work with our students and will strive to ensure each individual feels safe, is confident and valued as a person.
Other Information Please ensure that your application includes:
• a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
• a section addressing the selection criteria and the requirements for application under the Who May Apply section
• names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action
1325 jobs are currently listed for Schools (Government)
1325 jobs are currently listed for Schools (Government)
Job type:Full time / From 29/07/2024 - 29/07/2028
Job classification:Learning Specialist Range 3
Contact: 1325 jobs are currently listed for Schools (Government)
To apply for this role, you will be redirected to the Schools (Government) job application system.

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